I was introduced to Diigo during the last year of my master’s program. We were working around the notion of curating resources to share with our PLN. We researched social bookmarking sites and chose the one which we felt most comfortable using. I chose Diigo.
What I like about Diigo is that I can easily bookmark sites for later review. It works much better than the reading list on Safari (sorry Apple, you know how much I love you)….but with Diigo I had access to all bookmarks, notations, etc. on all of my devices.
The best part? I was able to add a bookmarklet to my iOS devices so that I could continue bookmarking to my heart’s content. You know how that is…you go online looking for one particular thing and then two hours later you realize that you fell down a rabbit’s hole. But I don’t consider the journey a loss…after all, that’s why I really like Diigo…I can bookmark sites, leave notations, and move on.
I’ve introduced Diigo to colleagues in my district. I started with my department members, thinking that this would be an easy way to share websites. But it never took off. Well, it never took off for them. I still bookmark sites, but whether they look at it or not I don’t know.
Then at my COE we decided to use Diigo as part of our roll-out of technology tools that supports Common Core. We started a Diigo group and all teachers who came through our workshops enrolled in our Diigo group. But after all of that work…it didn’t quite take off either. Bummer.
But I wasn’t about to give up. The daily updates I receive from Diigo gives me food for thought. I like that other tech-minded educators are perusing and bookmarking sites. Do I consider the Diigo community as part of my PLN? Heck yeah!
So my next step was to introduce Diigo to colleagues in my district. For the past couple of years, I have been asked to host a variety of technology PD. Because of the push for Common Core, I made sure that my workshops featured technology tools that support reading, writing, and digital literacy skills. Enter Diigo.
I pushed Diigo as a means to not only curate resources, but also as a tool where students could annotate sources. In addition, I pushed Diigo as a way to build a PLN for teachers in my district. And it kills me to say that even with a workshop focusing on curating and annotating resources that Diigo still didn’t take off.
I don’t know.
Whatever the case, I’m not about to give up on a tool that allows users to curate and collaborate on resources. I’m.just.not.
I created a Diigo group for my 7th graders last semester. Actually I created the group a couple of years ago, but never got around to using it with my students (I suffer from the too many technology tools not enough time syndrome).
I bookmarked primary and secondary sources for them to use for our Japan Unit. I told students that they could use those sources when working on their collaborative writing assignments in GoogleDocs. I had about seven students sign up. And though that doesn’t sound like a lot. That was seven more students than before. I told students that this is a tool that they can use beyond our class. I told them that this type of tool is going to come in very handy as they move into high school and college when curating resources is very important.
Enter new semester of students.
I decided that this time I would post an invite to our Diigo group in Edmodo and invite students to join our group with the intent that this would help them when it came time to do the Level 4 (analysis) and Level 5 (synthesis/evaluation) writing pieces. This year, my department (both World and US history teachers) have decided to work on collaborative writing assignments with our students. We’ve been having them use primary and secondary sources long before the words Common Core were uttered. However, now that we’re a GAFE district…the power of collaborative learning and writing has opened new doors for us. Instead of having students write in isolation, we’re having our students write collaboratively. It not only cuts down on the amount of essays that we have to grade, but it also mimics the type of writing that historians do today. For who writes in isolation? Well, I’m sure there are plenty who do so. But all of the writing that I’ve done for publication has been done collaboratively. We leave comments for each other, sometimes we’ll open a chat window in GDocs…but more importantly, we’re able to work when it’s most convenient for us. Because of this experience, I decided that we needed to provide our students with this same type of experience and skill-set.
Where does Diigo fit in? I’m hoping that I can get this semester’s set of students to use Diigo to not only bookmark relevant resources, but also to collaborate by leaving annotations for each other. There will definitely be a learning curve for me because I’ve never done this before with my students, but this is something that has definitely been marinating in the back of my mind. Wish us luck!
On Friday, I introduced my students to a new technology tool: EdPuzzle. It was first introduced to me several weeks ago at a Blended Learning workgroup. Before EdPuzzle, I was keen on using Videonot.es which syncs to Drive, but since Videonot.es only allows the use of YouTube (which is blocked by my district)…the thought of annotating videos seemed out of my reach.
Not so any more.
EdPuzzle is very easy to use. It’s easy for students to sign-up and it’s overall use is intuitive. I loved that my students were able to rewatch video clips before answering either an open-ended or multiple choice question. The notion of rewatching video clips came in especially handy since the narrator of the clip I chose was British. It didn’t occur to me that my students would struggle with his accent until I started receiving answers spelled phonetically (e.g. Sway as opposed to Sui…Tong as opposed to Tang).
EdPuzzle automatically grades multiple choice questions and gives students their scores which is actually misleading because the open-ended questions were not graded yet. But that’s my only gripe about this awesome tool.
Grading the open-ended questions was a breeze because EdPuzzle gives you the option to grade all of the open-ended questions in one fell swoop. All I had to do was click the red X or the green Check for each student answer. In fact, I had all of the open-ended questions graded before my students left class. Easy.
Because I teach history, I use a variety of primary and secondary sources: print, picture, video, and music. EdPuzzle is an easy way to have students take a step back when watching a video to really try to understand not only the contents presented, but taking a look at bias as well as using the video to corroborate other resources.
I love the fact that technology tools are constantly evolving to make learning more fun and meaningful for students. It’s even better when the technology tool is designed for easy use by teachers as well. EdPuzzle does not disappoint.